ERIC Number: EJ844050
Record Type: Journal
Publication Date: 2009-Jun
Abstractor: As Provided
Reference Count: 19
The Experience of Gifted Girls Transitioning from Elementary School to Sixth and Seventh Grade: A Grounded Theory
Pepperell, Jennifer L.; Rubel, Deborah J.
Qualitative Report, v14 n2 p341-360 Jun 2009
This research explored the experiences of gifted girls transitioning from elementary school to sixth and seventh grade. The current literature indicates that gifted girls often struggle emotionally during this transition. Seven research participants were selected and interviewed over a four-month period. Grounded theory methodology was used to analyze data, generate subsequent interview questions, and build theory. This study indicated that these gifted girls' transition was facilitated by their strong identities, which enabled them to balance their social and academic lives. Their strong identities allowed them to choose strategies that helped them build connections with both gifted and nongifted peers. These relationships contributed significantly to their sense of self, and in turn supported their transition experiences.
Descriptors: Grounded Theory, Academically Gifted, Females, Grade 7, Grade 6, Student Adjustment, Elementary School Students, Identification (Psychology), Peer Relationship, Self Concept, Interviews, Grade 5, High School Seniors, Middle School Students, Student Attitudes
Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 12; Grade 5; Grade 6; Grade 7; High Schools; Middle Schools
Authoring Institution: N/A